| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Classroom assignments as measures of teaching quality
|
Joyce, Jeanette
|
|
2018
|
54 |
C |
p. 48-61
|
artikel
|
| 2 |
Corrigendum to “Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments” [Learning and Instruction 59 251–262]
|
Schnaubert, Lenka
|
|
2018
|
54 |
C |
p. 47
|
artikel
|
| 3 |
Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement
|
Prast, Emilie J.
|
|
2018
|
54 |
C |
p. 22-34
|
artikel
|
| 4 |
Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals
|
Scrimin, Sara
|
|
2018
|
54 |
C |
p. 1-10
|
artikel
|
| 5 |
EARLI Association News
|
|
|
2018
|
54 |
C |
p. v-vi
|
artikel
|
| 6 |
EARLI title page
|
|
|
2018
|
54 |
C |
p. iii-iv
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
2018
|
54 |
C |
p. IFC
|
artikel
|
| 8 |
Effects of teaching concept mapping using practice, feedback, and relational framing
|
Roessger, Kevin M.
|
|
2018
|
54 |
C |
p. 11-21
|
artikel
|
| 9 |
Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just
|
Gasser, Luciano
|
|
2018
|
54 |
C |
p. 82-92
|
artikel
|
| 10 |
Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement
|
Parker, Philip D.
|
|
2018
|
54 |
C |
p. 125-137
|
artikel
|
| 11 |
Interaction-based coding of scaffolding processes
|
Hermkes, Rico
|
|
2018
|
54 |
C |
p. 147-155
|
artikel
|
| 12 |
Learning more from feedback: Elaborating feedback with examples enhances concept learning
|
Finn, Bridgid
|
|
2018
|
54 |
C |
p. 104-113
|
artikel
|
| 13 |
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
|
Putwain, David W.
|
|
2018
|
54 |
C |
p. 73-81
|
artikel
|
| 14 |
Room quality and composition matters: Children's verbal and numeracy abilities in Australian early childhood settings
|
Niklas, Frank
|
|
2018
|
54 |
C |
p. 114-124
|
artikel
|
| 15 |
Spontaneous orientation towards irrelevant dimensions of magnitude and numerical acuity
|
Viarouge, Arnaud
|
|
2018
|
54 |
C |
p. 156-163
|
artikel
|
| 16 |
The conceptual overlap between arithmetic and algebraic referential mapping
|
Humberstone, Judi
|
|
2018
|
54 |
C |
p. 138-146
|
artikel
|
| 17 |
The perception of control as a predictor of emotional trends during gameplay
|
Schrader, Claudia
|
|
2018
|
54 |
C |
p. 62-72
|
artikel
|
| 18 |
Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity?
|
Skuballa, Irene T.
|
|
2018
|
54 |
C |
p. 35-46
|
artikel
|
| 19 |
Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment
|
Taub, Michelle
|
|
2018
|
54 |
C |
p. 93-103
|
artikel
|
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